Unit5 Seasons (Story time)

太仓港港口开发区第一小学 王薇

Step1.Lead in

1. Greetings

2. Enjoy a song

   T: OK, before our class, let’s enjoy a beautiful song first. After that, please try to tell me the answer of this question: What is the song about?

1. Let’s learn

   T: Yes! Four seasons make a year. Look, they are...

1. Let’s talk

   T: Good! Now, look at the picture of spring, trees turn green. So spring is green. So boys and girls, different seasons have different colors.

T: What colors are summer, autumn and winter? What’s your opinion? And why? Now, please talk with your partners and try to say the reason. (与你的同桌讨论并交流意见)

Step2 While-reading

1. Listen and answer

   T: In spring, the temperature goes to twenty degrees. What clothes do people wear ?

T: What about the other seasons? Let’s listen to the radio and catch the key words.

T: Can you get the answers? Let’s say.

1. Let’s say

   T: Now, let’s talk about the weather in four seasons. (说说四季的天气)

1. Watch and say

   T: Now, we know the weather in four seasons. What do we do in each season? First, let’s watch the cartoon in spring.

T: Great! Follow me: a kite--kites---fly kites, boat---boating---go boating

Learning tip：

go+动名词（动词的ing形式）表示动作的状态，译为：去......

Practice:try to translate 翻译下列词组

walk----- go walking  fish-----go fishing  ski----skiing

T: Let’s listen and follow.

1. Let’s read

   T: OK. Here is a beautiful poem about spring. Let’s enjoy!

1. Read and underline

   T: Boys and girls, in different seasons, we have different activities.

T: What do we do in summer/autumn/winter? Let’s read the poem and underline the key words. (读读小诗，划出关键句)

1. Look and choose PPT展示

1. Fill in blanks

   T: Here’s a task for you. Please fill in the blanks, then try to read loudly.

1. Let’s read

   Step3 Post-reading

2. Let’s dub

3. Read and judge

   T: Now, it’s our game time. Read and judge. If it is right, just say: “Yes!”. and then repeat it. For example: In spring, it is warm. If it is wrong, say: “No.” and correct it.

T: Wow, you know the poem very well.

1. Sum up

   T: Today we talk about four seasons in three aspects. What are they?

2. Let’s say

1. Make a new poem

   T: I think it’s easy for you. Seasons are colorful. We can do a lot of things. What else do we do? Here are some phrases for you. Please choose some of them and compose your poem.

1. Enjoy a picture book:Tell me a season

2. Enjoy colourful seasons! Enjoy wonderful life!

   Homework

3.  

4. Read the poem about seasons.

     (读一读四季小诗)

5. Share your new poem with your family or friends.

     (与你的家人、朋友分享新的小诗)

6. Preview Fun time and Cartoon time.

     (预习Fun和Cartoon板块)

   Blackboard design:

    

   教学反思：

   这周我在四（1）班执教了一堂课《Unit 5 Seasons（Story time）》。英语组的老师们一起来听了这节英语课，并给予有效建议。

   导入环节，我用了一首歌曲作为导入热身活动，带领学生们一起唱，并要求学生回答一个关于歌曲的问题，即：What can you hear from the song?学生给出的答案丰富多样，在总结之后我借此引出第五单元的题目seasons.文本展示环节，我首先给出学生们一些提示，给出go swimming, eat ice creams, 等我喜欢做的事让他们猜测我喜欢的季节。在猜测完成后，我将问题抛向学生，询问他们所喜欢的季节。借此机会，我先是呈现了四季的由来，并鼓励学生说出四季的英语表达方法，其次我导入了一个句式：I..., it’s ...., I like ...引导学生在此环节尝试使用本单元的新句型。该阶段结束后，我带领学生们去解读课文。在我带领学生们进行解读第一段之后，后三段我就交给了每个小组，让他们自行讨论并汇报答案。在此过程中穿插冷暖热凉的表达方法，并让学生实物感受。随后在读一读环节，学生读书声朗朗，达到不错的效果。表演环节我采用了边说边演的形式，学生热情高涨。拓展环节，我采用了完成思维导图的方式让学生展开想象，运用所学知识，举一反三。我给了学生对应的word bank，让学生运用所学知识对四季可能涉及到的东西进行头脑风暴。随后我带领着孩子在班级分享他们新创编的季节诗。

   课后，老师们对我的课堂进行了点评。我的反思如下：问题设置时，应考虑文本的自身特点，虽说应该以大问题开始，逐步落实小问题，但是对于不好处理的文本，不应拘泥于这个想法，直接跳过系统性问题也是一个好方法。课件制作应以精简为主，可以出现汉语，用来解释环节任务，但忌讳出现大段大段文字。

   每一次的课堂，都是我展现自己教学状态，虚心听取组员意见，总结经验教训的时候。因此我期待自己每次课后反思都能有进步，一步一步成为一名更优秀的老师。